Language and social skills are continuously a focus in a young child’s development. Sharing toys, taking turns, using words instead of pushing; these abstract ideas can be difficult topics to teach. But we forget sometimes, and the research has shown young children learn through play and interaction. With a quick review of milestones and some tangible, engaging, developmentally appropriate ideas to practice, parents and teachers can help to support these skills in young children both typically developing and with special needs.
Children develop at their own pace, but within an average range, reach developmental milestones. These are important guidelines (and they ARE guidelines, no child just gets up and starts walking because they turned one) to help parents and caregivers understand what to expect and support. Pediatricians also track these milestones during checkups. If you have concerns, make sure to talk to them first. For children with delays or special needs, simply meet them where they are and work on the next step, using adaptations where needed. Here’s a quick review with some ideas to work into your everyday play.
Between 6-9 months, a baby will start playing with language, stringing together vowel sounds “ah-eh-oh”. They’re also smiling spontaneously and in response to social interactions, so make sure you’re getting on the floor during tummy time and making faces and sounds with them! Babies are also starting to show preference and reaching towards items they want; this is a great time to promote language by bringing the item they want to your face and labeling it: “I see you’re reaching for the cup! You want the cup!” Faces are immensely important, promoting social growth and interactions as well as language, so starting these skills early is important for both caregivers and babies to get the practice in.
At 12-18 months, the baby, now turned toddler, starts to know familiar objects (phone, brush, spoon) and says or shakes head “no” (think of that preference at nine months getting stronger every day). They probably also have several simple single words “mama”, “dada”, “cup”, “me”. Toddlers should be pointing to show something interesting (Plane? Dog?) and showing affection for familiar adults. Point out interesting items on a walk to the park or coming home from school. Keep practicing bringing items or pictures of songs/food to your face to label and promote using words instead of just pointing! The more times the child sees the word formed, the more likely they are to imitate it.
You can use song cards with Velcro or magnets on the back and leave them in an area you and the child play in regularly (kitchen, circle time, rug at school). Bring two pictures up to either side of your face and ask the child, “Do you want ‘Twinkle Twinkle’ or ‘Row Your Boat’?” Bringing the card to your face promotes eye contact and social interaction to request. Follow their eye gaze or point and label the choice that they made. “You pointed to ‘Row Your Boat’! Great. We’re going to sing ‘Row Your Boat’. Ready, set, go!”
By 18-24 months, these little people start to know some body parts and follow simple instructions such as, “Put the block in the box”. Socially, toddlers are beginning to copy both peers and adults and show independence, especially in eating, building, or daily routines such as brushing teeth. Some fun ways to work on these activities are playing imitation songs and games while putting items on your head, knees, and feet and inviting the child to try it too. Music and visual cues are a great support for fighting that toddler independence. Routine charts support independence while allowing adults to keep the day moving without getting stuck.
Three year old children start to understand more difficult nuances of language such as prepositions “in”, “on”, and “under”. They also understand more diverse feelings. Socially, they are learning to show affection and concern for a friend and how to take turns in games. Visual reminders can be helpful in practicing these skills, such as using cartoon faces to change the way they feel and feeling charts to express different emotions for themselves or their friends.
Use the blank face printable to play games with kids about emotions or facial features. Using play-dough or printouts from pictures, ask children to make happy/sad/angry/frustrated/etc. faces. You can talk about a time they felt that way and how they handled it.
There are multiple options for printing from Storyboard That, so you can choose what is best for you and your child.
When a child is four years old, they are beginning to tell stories, though there might not be a clear beginning, middle, and ending. They are also still learning to discriminate between real and make-believe, so those stories could get very interesting! Help creative kids (or quiet kids, or any kids, really) tell their story through pictures, either hand-drawn or on a child-friendly platform, while you write down their words to tell their own story. You can also work on sequencing by mixing up pictures of a beginning, middle, and ending and asking the child to sort them. For some examples, take a look at our social story examples for preschoolers.
By five, kids are telling simple stories using full sentences. Socially, they want to please and be like friends, so it’s extra important to model positive language and turn taking. Pull out those visual supports as reminders for turn taking, routine, and rules.
Pictures help children, especially young children or children with special needs, learn/practice language and social skills. By meeting a child at their current level and supporting their development with creative, engaging interventions, these skills can be cultivated and expanded to use in everyday situations. Remember to play and have fun with the skills and they will, too.
Language skills can have a significant impact on social skills. The ability to communicate effectively, use appropriate tone and body language, and understand others' perspectives are all crucial components of strong social skills. Students with strong language skills are better equipped to express themselves, build relationships, and navigate social situations successfully. On the other hand, students with weak language skills may struggle with communication, have difficulty making friends, and experience social isolation. Therefore, developing language skills is a critical component of fostering positive social skills.
Teachers play an essential role in helping students improve their language and social skills. Some effective strategies include encouraging students to participate in class discussions, providing feedback on their communication style, introducing new vocabulary words, and modeling positive social interactions. Teachers can also create a supportive classroom environment that values open communication and collaboration, and provide opportunities for students to work together in groups or pairs. Additionally, teachers can incorporate social and emotional learning (SEL) activities into their curriculum, which can help students develop important social and communication skills, such as empathy, active listening, and conflict resolution. By using these strategies, teachers can help students improve their language and social skills, leading to stronger relationships, better communication, and increased academic success.
Parents and caregivers can play a critical role in supporting the development of language and social skills in their children. Some effective strategies include encouraging their children to engage in conversations, read books, listen to music, play with others, and seek out social opportunities. Parents and caregivers can also model positive social interactions and communication skills themselves, as children often learn by observing and imitating others. It's also important for parents and caregivers to provide opportunities for their children to interact with individuals from different cultures and backgrounds, which can help them develop empathy and perspective-taking skills. Additionally, praising and encouraging their children's progress can help build their confidence and motivation to continue developing their language and social skills. By using these strategies, parents and caregivers can help their children develop the critical language and social skills they need to succeed academically, socially, and in life.
Students may struggle with social anxiety, lack of confidence, language differences, cultural barriers, and communication disorders. It's important to identify these barriers and provide support and resources to help children overcome them.